ED5970 - Teachers as Leaders for Learning and Change
Credit points: |
3 |
Year: |
2021 |
Student Contribution Band: |
Band
1
|
Administered by: |
College of Arts, Society & Education |
Limited to students enrolled in the Master of Teaching and Learning (Primary)
The aim of this subject is to foster agency in graduate student teachers' epistemologies
in their transition to professional teachers. In this subject, graduate student teachers
will focus on developing their professional ethics, aspirations and personal epistemologies
with the view of teachers as leaders. Through focused analysis of school-based scenarios,
and in particular their Phase Three professional experiences, graduate student teachers
will demonstrate autonomy, expert judgement and responsiveness in making decisions
as well as articulating their approach in supporting and leading classroom, school
and community goals through a variety of practical actions such as planning units
of work, developing community responsive pedagogical frameworks and procedures for
parent and community consultation. This subject assures graduate student teachers'
capacities to articulate and justify their professional responsibilities and goals
that reflect the assured standard of all components of the Australian Graduate Teacher
Standards as well as their professional ethics and aspirations.
Learning Outcomes
- apply an advanced and integrated understanding and application of teacher professional
knowledge, practice and engagement with the view of teachers as leaders who take individual
and collective responsibilities to support students of diverse backgrounds;
- critically review regulatory requirements, ethical principles and, where appropriate,
cultural frameworks, to work effectively, responsibly and safely in diverse contexts;
- demonstrate autonomy, expert judgement, adaptability and responsibility as a practitioner
in teacher professional practice;
- design, implement and evaluate curriculum, assessment and differentiated learning
opportunities, with a view to enhanced learning outcomes for all students, including
those from diverse cultural, linguistic and socio-economic backgrounds and with specific
learning needs;
- demonstrate agentic dispositions that articulate a positive vision of the profession,
engage actively in collaborative practices about learning, teaching and leading.
Subject Assessment
- Oral > Presentation 1 - (20%) - Group
- Graduate teacher performance assessment (GTPA) - (50%) - Individual
- Written > Action plan - (30%) - Individual.
Prerequisites: |
ED5950 AND ED5960 |
Availabilities
|
Townsville,
Internal,
Study Period 1
|
Census Date 25-Mar-2021 |
Coord/Lect: |
Dr Snowy Evans. |
Workload expectations: |
The student workload for this
3
credit point subject is approximately
130 hours.
- 10 hours online collaboration sessions
- 10 hours online content
- assessment and self-directed study
|
|
|
External,
Study Period 1
|
Census Date 25-Mar-2021 |
Coord/Lect: |
Dr Snowy Evans. |
Workload expectations: |
The student workload for this
3
credit point subject is approximately
130 hours.
- 10 hours - Online Student Engagement
- 10 hours online content
- assessment and self-directed study
|
Method of Delivery: |
WWW - LearnJCU |
|
|
Cairns,
Internal,
Study Period 1
|
Census Date 25-Mar-2021 |
Coord/Lect: |
Dr Snowy Evans. |
Workload expectations: |
The student workload for this
3
credit point subject is approximately
130 hours.
- 10 hours online collaboration sessions
- 10 hours online content
- assessment and self-directed study
|
|
|
Note:
Minor variations might occur due to the continuous Subject quality improvement process,
and in case
of minor variation(s) in assessment details, the Subject Outline represents the latest
official information.